Reducing writing anxiety within the EAP classroom through technology-enhanced activities

Sean William GRANT*

*Corresponding author for this work

Research output: Book Chapters | Papers in Conference ProceedingsConference paper (refereed)Researchpeer-review


Foreign language anxiety specific to writing is an area that is attracting increasing attention within the field of EAP. A growing body of evidence suggests foreign language writing anxiety (FLWA) can be detrimental to writing performance and development. However, few EAP instructors may be aware of the background, causes or effects of this problem. With the increasing incorporation of technology-enhanced tools in EAP instructions, it is also important to consider how these tools may heighten or alleviate FLWA. This article explores common factors which lead to FLWA and discusses a range of technology-enhanced tools which instructors may utilize to minimize the impact of FLWA. Additional considerations for incorporating each tool into instructional practices are also discussed.
Original languageEnglish
Title of host publicationSelected Papers from the Twenty-seventh International Symposium on English Teaching
EditorsYiu-nam LEUNG, Wei-teh LEE
Number of pages10
ISBN (Print)9789861478470
Publication statusPublished - Nov 2018
Externally publishedYes


  • writing
  • foreign language anxiety
  • technology
  • EAP classroom


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